ABSTRACT
Due to the global trend and the international application of STEM education as well as in/post-pandemic COVID-19 condition, this ongoing study aims to elucidate the development progress of an online STEM teachers' professional development (STEM-TPD) package with the DECODE model. In this/post-pandemic era, online STEM education has been gradually emphasized. The researchers sustained the rationale for organizing STEM-TPDs to improve teacher practices by enhancing superior knowledge needed for the betterment of STEM implementations. Indeed, the DECODE model includes three stages: (1) DE: teacher's DEmonstrations, (2) CO: students CO-train the use of cloud classroom, students CO-design an educational technology-integrated course, and (3) DE: students CO-teach, eventually students receive feedbacks and DEbrief what they have learned through the stages mentioned above. Moreover, face and content validity have been deployed to guarantee the quality of the developed packages. The ongoing result from this study is produced to validate the online STEM-TPD package with the DECODE model. Moreover, the package comprises manual training, a set of assessments, and an innovative webpage. Through this online DECODE model with the package, teachers are equipped: to familiarize themselves with various software technology and platforms;enhance their knowledge and abilities in assessment design, instructional design, and practical implementation (TPACK);to effectively teach or guide students in STEM activities, and to effectively improve their STEM literacy. © 2022 by the authors;licensee Modestum. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/).
ABSTRACT
The increasing intensity of the use of technology through distance learning in the Covid-19 era occurred at the training site for the best achievements of participants. Combination research from The Unified Theory of Acceptance and Use of Technology (UTAUT) and Felder-Silverman Learning Style Model (FSLSM) as a goal to determine the effect of the performance of supervisory leadership training participants at the National Institute of Public Administration (NIPA) in Samarinda. This quantitative study collected 197 data from the survey and then processed the data using warp PLS 6, with the aim of researching participant behavior in e-coaching and learning styles on performance. Results show variables of performance expectancy, effort expectancy has a significant positive effect on behavioral intentions in coaching, and the relationship between behavioral intentions in coaching is significantly positive on performance, while the social influence on behavioral intentions in coaching has an insignificant negative effect, learning style on behavioral intentions in coaching has a positive and insignificant effect and learning style on performance has a significant negative effect so that indications of increased behavioral intentions in coaching will reduce the social influence and there is not always a change in learning style, but when there is an increase in performance there will be a change in the learning style of the participants. © 2021